The change of paradigm in this area means that teachers have to adapt their methods to the new requirements as to provide adequate teaching of foreign languages. At the same time, there are no clear-cut criteria regarding the notion of effective teaching. The only aspect education experts agree on is that every discipline is specific, and what applies to teaching history, for instance, is not necessarily suitable for foreign language instruction. Thus, whereas a lecture would be a good choice for the former, it rarely yields desirable results in the case of the latter, especially at the beginning or intermediate levels of foreign language learning (Lacorte, 2005, p. 259).
As important as it is to cater for special courses that would provide some effective recipes for teaching a language, the foreign language teachers of the 2...
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...text. Thus, modern language instruction is no longer restricted to acquiring the communicative competence, but goes further to include the acquisition of intercultural skills or competences – “the ability to deal with differences that derive from everyday communication, which actually means the ability to handle the unknown” (Magos & Simopoulos, 2009, p. 255). Byram (1997) calls such a competence savoirs (italics in the original) (quoted in Magos & Simopoulos, 2009, p. 255). In order to be able to assist their learners in developing this savoir, foreign language teachers have to first acquire them themselves. Magos & Simopoulos (2009) quote other researchers in the area and claim that a successful intercultural teacher is flexible and open in the face of differences, always respects people coming from a different background, and is aware of many intercultural aspects.
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